Curriculum Content: Physical education Program Goals & Objectives

Section I

Program Goals and Objectives

The purpose of physical education is to help student develop the concepts of physical fitness and the knowledge needed to participate in a variety of activates. The knowledge and skills taught will help the student maintain a level of physical fitness now and into the future.

To enhance student knowledge of physical activity.

Students will understand there is more than one way to be physically active.

Teacher will create understanding by presenting multiple types of program activities.

For health purposes students will participate in physical fitness at least 3 times per week.

Basic understanding of

health benefits. Comprehension of

nutrition to help achieve a healthy lifestyle.

Concept of wellness. Knowledge about

wellness and what habits lead to a healthy lifestyle.

Defining the difference between wellness and being physically fit.

Understands that physical activity provides the opportunity for enjoyment, self-expression and communication values physical activity and its contributions to a healthful lifestyle.

Students understand that physical activity is not just for fitness, but that it provides you with camaraderie, individualism and effective skills to be able to talk to other students.

Also, leads a way to a healthy life.

Make P.E. fun and enjoyable for students. Provide group activities that will allow students to communicate with each other and develop a bond with each other to achieve a goal.

Appreciates the relationships with others that result from participation in physical activity.

Students will develop friendships with fellow classmates that come from activities provided in class. Incorporate games or activities that will require trust and teamwork with one another.

Require students to pair up with different students each time a different activity is presented.

TrainUp Teen fitness Narrative Reflection

The overall philosophy of TrainUp is founded on one idea that is of major concern, childhood obesity. It was created by a local doctor in Rockwall; Dr. Pfliegers’ idea was to incorporate technology into the realm of physical fitness that offered children an alternative to the traditional form of exercise that is generally only sports related. The field of physical fitness has only utilized technology in a limited manner to improve health status so this concept is new and very exciting to think about. What makes this idea so exciting is the fact that physical fitness has never utilized the concept of virtual biking and interactive games as a form of exercise. As technology continues to expand the children of this generation continue to advance technologically; and what better way to reach out to the children of this community by adding technology into their exercise program. The TrainUp philosophy is a wonderful attempt to change the fate of childhood obesity by offering an alternate solution to the dilemma this county is now facing.

TrainUp mission statement is to enhance the physical fitness of children from the ages of eight to twelve by offering them a place to go where they can exercise and have fun utilizing the technology they are so accustomed to using on a daily basis. Health screening is a normal part of the facilities protocol prior to beginning physical activity. The children can become members in several different ways; most of the children that attend are patients of Dr. Pflieger, and the parents insurance is billed as preventative care to pay for their participation as a member of TrainUp. The facility does offer memberships that can be paid for individually and the Rockwall ISD utilizes the facility for some P.E. In addition to the technological activates offered the facility is also providing wellness classes for the children and parents, group fitness activities and personal training.

Because of his interaction with the community, Rockwall ISD is attempting to utilize Dr. Pfliegers facility for physical education classes; however, the use of the facility is somewhat limited right now because the concept is so new. The relationship that Dr. Pflieger has established with Rockwall ISD is one of total involvement that goes beyond the influential aspects of being a doctor. He is actively involved in the school and hopes to establish a new system of physical education classes that can be offered to the school as a normal class schedule. Besides his involvement in Rockwall IDS he is also extending his services to include; the Boys and Girls Club, Seventh Day Academy in Mesquite, and the surround communities of Heath, and Forney. The newest change is to purchase additional space so they can expand the services they currently offer.

The expansion of the facility is to purchase additional space that is next door to the building they are currently in. This additional space will give them an opportunity to include one new service. The new service that will be added is sports training and conditioning, by adding this service they open a new door that includes those children and teens that are actively involved in a variety of different sports. Although, the company is growing and their philosophy is based on the current needs of one community and the ideas of a physician who has firsthand experience with childhood obesity, a person can’t help but wonder how does all of this fit into the philosophy of the person writing this narrative?To help the reader understand the writers’ philosophies and beliefs some past information must be obtained before answering the above question. As an ESL learner the struggles in those formative elementary years were difficult ones. Since Spanish was the predominate language spoken in the home learning the English language was quite confusing. In addition to the language barriers the parents were not equipped to help with homework. The reason for this inability was because the education level obtained was minimal and never exceeded the junior high level. As a result education was not considered a priority and the pursuit of higher education beyond high school was never pursued by the children. How does this tie into the philosophy’s and beliefs of physical education and the belief of TrainUp? Philosophies and beliefs are formulated by a person’s past experiences and the changes a person wants to make happen. These changes are the driving force that creates ideas and help each individual understand the struggles that children face in today’s society. Because of this need the idea of one man have evolved into a new concept that stemmed from the staggering number of obese children he sees on a daily bases. The philosophy of helping children become more active by changing how they view physical activity and modernizing the concept to include technology. In other words, being physically active doesn’t necessarily mean it has to be in the traditional sense as we know it. The beliefs and philosophies that TrainUp stands for are the same views of the writer, it’s about change and progress and the need to address the future generation in a positive way. The concept presented by TrainUp seems to do just that. With similar philosophies and beliefs, this adult person has chosen a career that is constantly changing and evolving in ways that are remarkable. Although the future of Physical Education Teachers seems uncertain the need for qualified individuals will never change. Education is about quality and the traditional aspects of physical education must progress with the future.

In short, the visit to TrainUp had a way of making a person think outside the box in terms of the way Physical Education is changing. The thought that Physical Education as we know it now could be a way of the past does open the door for new concepts; but on the other hand it does leave some unanswered questions as well. The past experience of a person has a lot to do with the philosophy and beliefs they take with them on the journey to becoming an educator. The ideas and concepts of one person may have an impact on the way teachers teach their students in the future. Although ideas change things, one concept will never change the Philosophy and belief that all children deserve the best physical education experience possible.

Scope and Sequence/Unit Planning

Unit Performance objectives for Archery:Upon successful completion of this course, the student will be able to:•The history of archery: Students will understand, analyze and interpret historical events, conditions, trends and issues to develop historical perspective. History is a series of connected events, shaped by cause and effect relationships, tying the past to the present. As early hunters and gatherers developed new technologies, they settled into organized civilizations.• Archery skills and techniques: Techniques (including practice and self-evaluation) are used to develop skills related to performance in games and/or sports. •Principals of motor skills refinement such as accuracy, technique and movement require a logical and sequential approach.•Character Development through Archery: Behaviors such as constructive communication, fulfilling Commitments, and cooperation. Showing respect and responsibility to self and others.•Physical, emotional and social benefits can be gained from regular participation in leisure/recreational and/or competitive physical activities.•Communication: Cooperation, rules and respect are important to the effective functioning of the group.Critical Thinking

How do I participate in archery in a safe and responsible? Manner?How do I successfully perform the archery skills learned?How does participation in archery activities promote my character development?How does participation in archery activities enhance my physical, emotional and social well-being?

 

Teacher Name:

Lewellen/Jenkins/Wolfe

Grade: Grade 7-12

Subject PE and Health

Topic:  Introduction to Archery

Content:  Archery

Goals:  -Students will understand parts of bow. -Students will be able to correctly use archery safety equipment. -Students will be able to string a recurve bow correctly.

Objectives:  -Students will be able to sting a bow correctly with no guidance. -Students will be able to correct outfit themselves with safety equipment without guidance. -Students will be able to use correct terminology when talking and writing about archery.

Materials:  -Bows for every student. -Finger tabs for every student. -Wrist guards for every student.

Introduction:  -Background and history of archery. -Discussion of Archery as a lifetime activity (i.e. hunting, competition and personal enjoyment.) -Explanation of parts of bow.

Development  -Demonstration of how to wear safety gear appropriately to prevent injuries. -Demonstration of how to stand while stinging the bow.

Practice:  -Groups of two practice stinging bow and unstringing bow.

Accommodations:  -For students in wheelchairs have partner assist by bending the bow and having student slide the string down correctly.

Checking For understanding:

 -Verbal quiz on different parts of bow. -Quiz on why they wear safety gear when using the bows. -Discuss the different types of bows and types of archery events.

Closure:  Review key terms with Archery. Review safety considerations that have to be taken when participating in Archery.

Evaluation:  -Teacher observation of correct techniques in stringing bow and using safety equipment.

Archery Rubric: Beginner 1 pts Developing 2 pts Proficient 3 pts Excellent 4 pts

Stance Feet shoulder width apart, straddle shooting line, bow shoulder facing target.

Beginner

Student demonstrates very little understanding of how to stand when shooting an arrow

Developing

Student demonstrates some understanding of how to stand when shooting an arrow some of the time

Proficient

Student demonstrates a complete understanding of how to stand when shooting an arrow most of the time

Excellent

Student demonstrates a complete understanding of how to stand when shooting an arrow every time they shoot

Grip Grip bow like holding a glass, touch thumb to index finger, bow arm to shoulder height, extend bow arm toward target

Beginner

Student demonstrates very little if any understanding of how to hold a bow

Developing

Student demonstrates some understanding of how to hold the bow some of the time

Proficient

Student demonstrates that they understand how to Hold the bow most of the time

Excellent

Student demonstrates that they understand how to Hold the bow every time they shoot

Nock Bow parallel to ground, load above the nock, nock arrow at 90 degree angle, odd colored feather facing away

Beginner

Student does not understand how to nock an arrow

Developing

Student demonstrates some understanding of how to nock and arrow some of the time

Proficient

Student demonstrates an understanding of how to nock an arrow most of the time

Excellent

Student demonstrates an understanding of how to nock an arrow every time they shoot

Draw Assume Boy Scout Salute( thumb and little finger touch)Hook three fingers onto string at first knuckle, back of hand and wrist flat, elbow level with forearm, squeeze shoulder blades together

Beginner

Student does not understand how to draw the bow

Developing

Student demonstrates some understanding of how to draw the bow some of the time

Proficient

Student demonstrates an understanding of how to draw the bow most of the time

Excellent

Student demonstrates an understanding of how to draw the bow every time they shoot

Anchor High Anchor- index finger touches corner of mouth, Low Anchor- index finger touches under the chin

Beginner

Student does not understand how to anchor

Developing

Student demonstrates some understanding of how to anchor some of the time

Proficient

Student demonstrates an understanding of how to anchor most of the time

Excellent

Student demonstrates an understanding of how to anchor every time they shoot

Aim and Release Look down the arrow to target, aim at spot with point of arrow, roll fingers off string, hand stays at anchor position

Beginner

Student does not understand how to aim and release

Does not hit the target very often

Developing

Student demonstrates some understanding of how to Aim and release

Hits the target some of the time

Proficient

Student demonstrates an understanding of aim and Release

Hits the target most of the time

Excellent

Student demonstrates an understanding of aim and Release every time they shoot

Hits the target every time

Performance Objectives for Healthy Eating:Upon successful completion of this course, the student will be able to:•Explain the need to learn about nutrition and assume responsibility for good nutritional

1)Choices.•Formulate a balanced diet using the “My Pyramid” food pyramid, the Dietary Guidelines for

1)Americans, and the Exchange Lists for Meal Planning.2)Discuss why nutrition is important to health.

•Read and interpret food labels.•Define the implications of nutrition for the aging.•Discuss the relationship of fitness and nutrition.Critical Thinking questions:•Why should you as an individual develop healthy eating habits?•What is the most important rule to remember when it comes to eating healthy?•Why do you think it is important to understand how to read food labels?•What is considered a serving size?

Lesson Plan #2- Healthy Eating and WellnessLesson Plan Title: Reading the Label/ Nutrition and Physical Activity Lesson PlanAge Range: Grade 8 (Middle School)Overview and Purpose: In this lesson, students will learn how to read a food label. They will have to find information about ingredients, calories, and nutrition.Objective: The student will be able to read a food label to find information. Pursues physical activities that promote health-related fitness, relieve tension, and control weight in both school and nonschool settings Resources:One food label per childTeacher created worksheetPower Point presentation about food labels (teacher created)Activities:Explain food labels using the Power Point presentation. Include information about how to find the serving size, servings per container, recommended daily allowance, and ingredients. Ask students why they think it would be important to know how to find this information. Pass the food labels and worksheets out. Have students practice finding the information asked for on the worksheet.After the lesson has been completed, the teacher will tell the students to write a paragraph summarizing everything they have learned. The teacher will conclude the lesson by recapping the material that has just been covered in class. She/he will summarize the information verbally, leaving out important facts along the way so that the students can fill in the blanks as he/she goes.This lesson is important because understanding the value of eating right and exercising will motivate students to engage in these healthful behaviors. Healthful living will not only increase the longevity of life, but also improve the quality of life and decrease future medical costs.Sample worksheet:1. What is the serving size?2. What percentage of the recommended daily allowance of vitamin C does this food contain?3. What is the main ingredient?Wrap Up:Being able to read a label is an important step towards healthy eating. However, consider discussing with your students what can happen if someone does it in the extreme.

Healthy Eating Rubric

Unsatisfactory1 pts

Needs Improvement3 pts

Satisfactory5 pts

Menu Planner

Unsatisfactory

Students created a daily food planner; but it had spelling errors, and it was not neatly displayed.

Needs Improvement

Students created a daily food planner; but it had spelling errors, or it was not neatly displayed.

Satisfactory

Students created a daily food menu with no spelling errors, and it was neatly displayed.

Group Presentation

Unsatisfactory

Students rushed through the presentation (difficult to understand them), and they didn't explain the foods they included.

Needs Improvement

Students rushed through the presentation, but they explained each of the meals on the menu.

Satisfactory

Students clearly presented their menu, and they explained each of the meals.

Food Variety

Unsatisfactory

Students did not offer a well balanced meal.

Needs Improvement

Students offered some well balanced meals within their meal plan.

Satisfactory

Students used a variety of foods within their meal planner making sure each meal was well balanced.

Power Point

Unsatisfactory

Students did not include the specified meals and the daily

recommendation totals. (0 Points)

Needs Improvement

Students included some of the specified meals and some of the daily recommendation totals.

Satisfactory

Students included each of the specified meals and their daily recommendation totals.

Formative Assessments:

Name: _____________________________ Date: ________________Part 1You’re Guide to Eating out Right AssessmentCircle healthy appetizers:Anything fried Creamy dips Bread Green saladAntipasto Lettuce wrapsCircle healthy beveragesRegular or diet soda Sweet cocktails Sweetened teaUnsweetened iced tea Red wine WaterCircle healthy entreesPasta Pizza Lean meat with vegetablesSalad with protein Soup and saladPart 2Directions: Write healthy and unhealthy appetizers, beverages and entrees.AppetizersDon't Order Do Order____________________________ _______________________________________________________ _______________________________________________________ ___________________________BeveragesDon't Order Do Order____________________________ _______________________________________________________ _______________________________________________________ ___________________________EntreesDon't Order Do Order____________________________ _______________________________________________________ _______________________________________________________ ___________________________

Why is Assessment Important to Me?

I value assessment because it is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs. Assessment inspires us as teachers to ask these hard questions: Are we teaching what we think we are teaching? Are students learning what they are supposed to be learning? Is there a way to teach the subject better? When students are collaborators in assessment, they develop the habit of self-reflection. They learn the qualities of good work, how to judge their work against these qualities, how to step back from their work to assess their own efforts and feelings of accomplishment, and how to set personal goals. These are qualities of self-directed learners, not passive learners. As teachers we model, guide, and provide practice in self-assessment, students learn that assessment is not something separate from learning or something done to them, but a collaboration between teachers and students, and an integral part of how they learn and improve.